Collaborative Home School Interventions: Evidence-Based Solutions for Emotional, Behavioral, and Academic Problems (The Guilford Practical Intervention in Schools Series)

229 Pages·2009·2.24 MB·English

by  Gretchen Gimpel Peacock PhD

Collaborative Home/School Interventions
The Guilford Practical Intervention in the Schools Series
Kenneth W. Merrell, Series Editor
Books in this series address the complex academic, behavioral, and social–emotional needs of children
and youth at risk. School-based practitioners are provided with practical, research-based, and readily
applicable tools to support students and team successfully with teachers, families, and administrators. Each
volume is designed to be used directly and frequently in planning and delivering educational and mental
health services. Features include lay-flat binding to facilitate photocopying, step-by-step instructions for
assessment and intervention, and helpful, timesaving reproducibles.
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Evaluating Educational Interventions: Single-Case Design for Measuring Response to Intervention
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Collaborative Home/School Interventions: Evidence-Based Solutions for Emotional, Behavioral,
and Academic Problems
Gretchen Gimpel Peacock and Brent R. Collett
Collaborative
Home/School Interventions
Evidence-Based Solutions for Emotional,
Behavioral, and Academic Problems
GRETCHEN GIMPEl PEACOCK
BRENT R. COllETT
THE GUIlFORD PRESS
New York london
© 2010 The Guilford Press
A Division of Guilford Publications, Inc.
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Library of Congress Cataloging-in-Publication Data
Gimpel Peacock, Gretchen.
Collaborative home/school interventions: evidence-based solutions for emotional, behavioral,
and academic problems / Gretchen Gimpel Peacock, Brent R. Collett.
p. cm. — (The Guilford practical intervention in the schools series)
Includes bibliographical references and index.
ISBN 978-1-60623-345-0 (pbk.: alk. paper)
1. Children with disabilities—Education—United States. 2. Home and school—United
States. 3. Parent–teacher relationships—United States. I. Collett, Brent R. II. Title.
LC4031.G536 2010
371.19′2—dc22
2009026716
About the Authors
Gretchen Gimpel Peacock, PhD, is Professor of Psychology at Utah State University,
where she has coordinated the specialist-level program in school psychology approved by
the National Association of School Psychologists and served on the program faculty of the
Combined Psychology (School/Clinical/Counseling) American Psychological Association-
accredited PhD program. Dr. Gimpel Peacock is both a licensed psychologist and educator
licensed school psychologist. She has been the faculty internship supervisor for the school
psychology students and also supervises students’ practicum experiences in the depart-
ment’s community clinic. Dr. Gimpel Peacock’s publications and professional presentations
focus on child behavior problems and family issues as related to child behaviors, as well
as professional issues in school psychology. She currently serves on the editorial advisory
boards of several school psychology and related journals.
Brent R. Collett, PhD, is Assistant Professor of Psychiatry and Behavioral Sciences at the
University of Washington in Seattle and Attending Psychologist at Seattle Children’s Hos-
pital. Dr. Collett’s clinical interests include early childhood mental health and pediatric
psychology. He supervises child psychiatry and psychology trainees and teaches didac-
tics on normative early childhood development, developmental psychopathology, and the
assessment and treatment of early-onset conduct problems. Dr. Collett’s research focuses
on infant mental health, disruptive behavior disorders, and the developmental and psycho-
social sequelae of pediatric illnesses (e.g., craniofacial anomalies, pediatric cancer).
v

Preface
As anyone who works with children can attest, parents are typically the most important
adults in a child’s life. Parents spend more time with their children than any other adult
and have a tremendous influence on their children’s social, emotional, and academic devel-
opment. In addition, parents usually know their children better than anyone else, includ-
ing their strengths; the home, community, and cultural context in which they reside; their
histories; and their quirks. Even when their specific strategies are not effective, parents are
almost universally invested in seeing their children succeed in school and in life in general.
These notions are not particularly controversial, and most would acknowledge that it is
important to “involve parents.” Nonetheless, there continues to be a significant gap between
what happens in the schools and what happens in the home, with parents often left out of
their child’s education or even viewed as a barrier to be overcome. Our firm belief is that
this is not due to a lack of interest on the part of school personnel or the parents. Rather,
inadequate attention has been given to the translation of evidence-based interventions for
use in the schools and limited information on the “nuts and bolts” of home/school collabo-
ration. In this book we have outlined specific strategies that school-based mental health
professionals can use in collaboration with parents when they are developing interventions
to address emotional, behavioral, and academic problems. The goal of this book is to help
school-based professionals move from simple lip service of parent involvement to actually
involving parents as full partners in the assessment and intervention process.
This book begins, in Chapter 1, with a discussion of the importance of home/school col-
laboration, including ways to facilitate this as well as barriers that may arise when addressing
problems in a partnership. In Chapter 2 we provide a brief overview of some of the common
emotional, behavioral, and academic problems seen in school-age children. We also discuss
prevention, the evidence-based practice model, and the importance of delivering services
in a school-based setting. In Chapter 3 we cover assessment and use the problem-solving
model to frame this discussion. We discuss how to involve parents in the assessment process
to ensure that feedback from all key individuals in a child’s life provide input into identify-
ing and solving the presenting problems. In Chapters 4 to 6 we present intervention strate-
vii
viii Preface
gies that can be used in collaboration with parents to address externalizing (Chapter 4),
internalizing (Chapter 5), and academic (Chapter 6) problems. Each chapter begins with an
overview of the empirical literature to support the interventions discussed. We have empha-
sized evidence-based collaborative home/school interventions. However, in a few cases we
present interventions that show promise or are supported by emerging research but not
yet considered “empirically supported.” We have also included suggestions for increasing
home/school collaboration for interventions that do not typically include parents (e.g., child-
focused or classroom-based interventions), with the belief that such collaboration is likely
to enhance outcomes and facilitate ongoing parent involvement. In addition to collaboration
with parents, we recognize that it can be important for school-based professionals to consult
with community-based professionals in many cases (e.g., pediatricians), and school-based
professionals may help parents navigate the complex system of health and mental health
services. Thus, collaboration with other professionals is discussed briefly in several chapters
in the interest of providing the most appropriate and comprehensive services to children
and their families.
We hope that this book will be a useful resource to school psychologists and other
school-based mental health professionals who are interested in increasing their connec-
tions with families and working with parents in a collaborative manner. Although this book
is written from a school-based view, it may also appeal to mental health professionals who
work with children outside of the schools who are also interested in being more collabora-
tive in their approach to child assessment and treatment.
ACknowledGmenTS
We are grateful to the many families with whom we have worked, who have helped to shape
our views on the importance of working collaboratively and maximizing parent involve-
ment. We thank these families for sharing their experiences and for helping us become
better professionals.
Contents
list of Figures, Tables, and Forms xiii
1. working Collaboratively with Parents 1
Developing a Working Relationship with Families 1
Parent Engagement and Motivation 3
Practical Issues for Increasing Participation 7
Prevention and Home/School Collaboration 8
Barriers to Effective Collaboration 9
Consultation with Non- School-Based Providers 13
Mental Health Providers in the Community 14
Child and Adolescent Psychiatrists 15
Pediatricians and Family Physicians 16
Ethical and Legal Issues in Home/School Collaboration 17
Competence 18
Professional Relationships 19
Professional Practice 20
Privacy/Confidentiality 20
Informed Consent 21
Chapter Summary and Purpose of the Book 22
2. Introduction to emotional, Behavioral, and learning 23
Problems in School-Age Children
Overview of Common Problems 23
Prevention and Intervention 28
Social and Emotional Learning Programs 29
Evidence-Based Practice 30
Need for School-Based Services 34
Chapter Summary 36
3. Assessment of Problems 37
Assessment from a Problem- Solving Model 38
What Is the Problem? 39
Why Is the Problem Occurring? 40
What Should Be Done to Address the Problem? 40
Did the Intervention Work? 41
ix